Notes from E-Marking Centre on SSC-I Ethics Annual Examinations 2024

Introduction
This document has been produced for the teachers and candidates of Secondary School
Certificate (SSC) Part I Ethics. It contains comments on candidates’ responses to the 2024
SSC-I Examination indicating the quality of the responses and highlighting their relative
strengths and weaknesses.
E-Marking Notes
This includes remarks on candidates’ performance for each question. Please note that the
descriptive comments reflect a general understanding of expectations and the challenges faced
by candidates, based on insights gathered from the e-marking session.
Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that requires candidates to respond by
integrating knowledge, understanding and application skills they have developed during study.
Candidates are advised to read and comprehend each question carefully before writing the
response to fulfill the demand of the question.
Candidates need to be aware that the marks allocated to the questions are related to the answer
space provided on the examination paper as a guide to the length of the required response. A
longer response will not in itself lead to higher marks. Candidates need to be familiar with the
command words in the SLOs which contain terms commonly used in examination questions.
However, candidates should also be aware that not all questions will start with or contain one
of the command words. Words such as ‘how’, ‘why’, or ‘what’ may also be used.
General Observations
The overall performance of the entire cohort in the examination reflects several positive aspects
and areas for improvement. Candidates generally excelled in addressing questions related to
human actions on individuals and society, as well as the importance of dignity of labour and
love for one’s country. These responses were relevant and aligned with the question
instructions. However, there are certain areas that need improvement, particularly in
understanding the concepts such as normative ethics and the identification of factors (based on
the given scenario) that make a person a good human being. Responses about these concepts
were often unclear or lacked enough information.
To enhance students’ comprehension and performance, teachers should stress the importance
of thoroughly understanding question requirements. They can achieve this by providing
exercises that involve reading passages or scenarios followed by related questions. Ensuring
that students grasp the context and relevant details before answering will help prevent
misunderstandings and improve the accuracy of their responses.
 DETAILED COMMENTS
Constructed Response Questions (CRQs)
Question No. 1
Question Text Describe any FOUR points of importance of Normative Ethics which influence an
individual’s everyday life.
SLO No. 1.2.1
SLO Text Illustrate the importance of Ethics in personality development of an individual;
Max Marks 4
Cognitive U*
Level
Checking Give ONE mark for describing each importance (FOUR required).
Hints
Performance In this question, candidates were asked to describe the importance of normative ethics in
Expectations/ everyday life, highlighting four key points. They wrote relevant importance such as
Indicators of normative ethics provides a framework for individuals to make moral decisions, or it assists
Better individuals in forming and refining their personal values etc.
Responses The candidates described how it helps resolve moral dilemmas. They also showed how
values like honesty and fairness build trust in communities. Candidates also talked about
personal integrity, explaining how following moral beliefs strengthens character.
Additionally, they mentioned how normative ethics contribute to social harmony by
fostering cooperation and trust among individuals, e.g., when people follow shared ethical
standards, it promotes a sense of community and mutual respect.
Challenges The candidates who did not perform well in this question often deviated from the main
Faced topic. They described the importance of meta or applied ethics or criticised societal issues
in general such as corruption, bribery, etc. instead of describing how normative ethics
influences everyday life. Some candidates gave general moral principles without specific
examples or they provided fewer than four points of importance.
Suggestions for improvement (Highlight all that apply)
Maximising SLO Achievement Preferred Pedagogy** Used for this SLO Assessment
Strategies
• Identify the expectation of • Story Board • Past paper
command words (use • Cause and Effect questions
Command Word Guide) • Fish and Bone • Discussion on
• Ensure the content is taught at • Concept Mapping E-Marking
the relevant cognitive level • Audio Visual Resources Notes
• Identify necessary content • Think, Pair and Share
required (skills + concepts) • Questioning Technique (Socratic approach)
• Review past paper questions • Practical Demonstration
on the concept
• Utilise the resource guide for ** For description of each Pedagogy, refer to
additional materials Annexure A
Any Additional Suggestion: Teachers can encourage students to reflect on their own experiences and how
ethical decisions impact their daily lives. Group discussions can be facilitated by teachers on real-life ethical
dilemmas and how normative ethics can guide decisions.
*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills
 Question No. 2
Question Text Simon, an 18-year-old boy, was the eldest of three siblings in a loving family with well-
respected parents who imparted strong moral values in their children. Simon was known
for his kind heart and helpful nature. Over time, Simon’s goodwill continued as he used to
volunteer at the village school, assist children with studies and visit old-age homes. One
day, when a severe drought struck the village, Simon’s compassion and selflessness became
more prominent where some villagers were collecting resources and ignoring the suffering
of others, Simon was helping others.

Based on the given scenario, identify any FOUR actions that make Simon a good human
being.
SLO No. 2.4.2
SLO Text Identify the elements responsible for good and bad in human beings;
Max Marks 4
Cognitive U
Level
Checking Give ONE mark for identifying each actions from the given scenario. (FOUR required)
Hints
Performance In this question, candidates were expected to identify the actions that made Simon a good
Expectations/ human being, based on the given scenario. They focused on specific aspects of Simon’s
Indicators of character and behaviour such as Simon’s upbringing which shaped his character, his
Better kindness and empathy which clearly demonstrated his compassion toward others, his
Responses dedication to volunteering at the village school, reflecting his commitment to positively
contributing to his community and his respect for the older generation, etc. Candidates also
noted Simon’s selflessness and concern for the well-being of others.
Challenges In this question, some candidates did not perform up to the mark. Instead of focusing on
Faced the actions that made Simon a good human being, they copied parts of Simon’s story from
the question or suggested what Simon should do to help others. Some candidates mentioned
unrelated issues like government’s role in providing rights to the villagers, etc. These
responses missed the point of identifying specific actions that demonstrated Simon’s good
character. Thus, they were unable to provide the required response of the question.

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone
• Ensure the content is • Concept Mapping
taught at the relevant • Audio Visual
cognitive level Resources
• Identify necessary content • Think, Pair and Share
required (skills + concepts) • Questioning
• Review past paper Technique (Socratic
questions on the concept approach)
• Utilise the resource guide • Practical
for additional materials Demonstration

Any Additional Suggestion: Teachers can ask students to write a short essay or create a poster about a
character they admire, focusing on the qualities that make this person a good human being. Analyses of
different characters and scenarios can also be done in groups so that students can practice identify, extract and
report relevant pieces of evidence.
 Question No. 3
Question Text Mention any THREE points of importance of promoting the value of dignity of labour in
our society.
SLO No. 3.4.1
SLO Text discuss the dignity of labour;
Max Marks 3
Cognitive U
Level
Checking Give ONE mark for discussing each importance (THREE required)
Hints
Performance In this question, candidates were asked to mention how recognising and respecting all forms
Expectations/ of work benefits society. They could have mentioned that promoting the value of dignity
Indicators of of labour fosters empathy, equality and social harmony, creating a more inclusive
Better community. Additionally, they wrote how acknowledging the dignity of labour helps
Responses reduce discrimination and encourages a fairer society and ensures that everyone is
appreciated for their contributions. Furthermore, candidates could have mentioned that
valuing all types of work contributes to societal prosperity by appreciating the collective
efforts of everyone.
Challenges Some candidates struggled in responding this question because they did not focus on the
Faced importance of promoting dignity of labour. Instead of mentioning how valuing all types of
work fosters respect, reduces inequality and creates a fair work environment, some
responses went off-topic. For instance, they stated the definition of dignity of labour or the
impact of not recognising the dignity of labour on the economic development of the
country. As a result, their answers did not address the key aspects of why this value is
important in society.

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone
• Ensure the content is • Concept Mapping
taught at the relevant • Audio Visual
cognitive level Resources
• Identify necessary • Think, Pair and Share
content required (skills • Questioning Technique
+ concepts) (Socratic approach)
• Review past paper • Practical
questions on the concept Demonstration
• Utilise the resource
guide for additional
materials
Any Additional Suggestion: Teachers can organise a day where students learn about and appreciate various
jobs within the school or local community such as housekeeping and custodial work, administrative roles and
teaching etc. Students can also role-play different jobs, from high-status professions to manual labour. After
each role-play, discuss how each job contributes to society and how every role deserves respect.
 Question No. 4
Question Text Describe any THREE importance of one’s love for his country.
SLO No. 3.6.2
SLO Text Explain the significance of love in relationship with to one’s family, siblings, neighbours,
country, nature and humanity as a whole.
Max Marks 3
Cognitive U
Level
Checking Give ONE mark for discussing each importance (THREE required)
Hints
Performance In this question, candidates were expected to describe three importance of a person’s love
Expectations/ for their country. Better responses described how this love promotes national unity and
Indicators of solidarity by bringing people together and creating a harmonious society. Additionally, they
Better could have highlighted how a strong love for one’s country motivates individuals to engage
Responses in civic activities like voting and volunteering, contributing to the nation’s well-being.
Moreover, they wrote how national pride from loving one’s country enhances a positive
sense of identity and accomplishment, shaping a collective pride in the nation’s
achievements.
Challenges The candidates who did not perform well in this question were unable to address the specific
Faced importance of one’s love for their country. Rather than focusing on how this love promotes
national unity, encourages civic engagement and builds national pride, some candidates
mentioned the general responsibilities of citizens or the broad concept of patriotism rather
than its direct benefits. Few candidates wrote general and generic suggestions such as one
should love his country because it is their homeland, etc. As a result, their responses did
not adequately cover the requirement of the question.

Suggestions for improvement (Highlight all that apply)

Maximising SLO Pedagogy Used for that Assessment Strategies

Achievement SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone
• Ensure the content is • Concept Mapping
taught at the relevant • Audio Visual
cognitive level Resources
• Identify necessary • Think, Pair and Share
content required (skills + • Questioning Technique
concepts) (Socratic approach)
• Review past paper • Practical
questions on the concept Demonstration
• Utilise the resource
guide for additional
materials
Any Additional Suggestion: Teachers can present case studies or stories of individuals who demonstrated
exceptional love for their country through acts of civic engagement, national pride or contributions to national
unity.
 Extended Response Questions (ERQs)
Extended response questions offered a choice between parts ‘a’ and ‘b’
Question No. 5a
Question Text The Foundation X is one of the social welfare organisations of a country which provides a
wide range of services to the needy, regardless of their race, religion or nationality. The
organisation’s core services include ambulance and hospital services, blood banks,
orphanages, old-age homes, animal shelters, rescue and rehabilitation, marriage and funeral
services, child adoption, and educational support.

Based on the given information, analyse any SIX impacts of these services on the
development of society.
SLO No. 2.7.3
SLO Text Analyse the everlasting impacts of human deeds on an individual and on society.
Max Marks 6
Cognitive A
Level
Checking Give ONE mark for analysing each impact (SIX required)
Hints Note: Marks will be awarded on any other relevant explanation based on the given
information.
Performance This was a choice question. In this question, candidates were expected to analyse the
Expectations/ impacts of the services provided by Foundation X on the development of society. They
Indicators of could have discussed how ambulance and hospital services improve public health and
Better emergency response, while blood banks ensure a steady supply of lifesaving blood. The
Responses role of orphanages and old-age homes in offering care and support to vulnerable
populations was highlighted, along with the positive effects of animal shelters on animal
welfare. Additionally, students were expected to consider how rescue and rehabilitation
services contribute to disaster recovery and how marriage and funeral services offer
essential support during significant life events. The impact of child adoption on providing
stable homes for children and the role of educational support in enhancing literacy and
education were also crucial points addressed in better responses.
Challenges In this question, some candidates did not perform well because they provided superficial
Faced responses rather than engaging in a thorough analysis. Instead of focusing on the specific
impacts of the various services provided by Foundation X on the development of society,
many such candidates merely listed the services without discussing their broader
implications. For example, they reiterated the services like ambulance, hospital and blood
banks but failed to analyse how these contribute to societal well-being such as improving
public health, reducing mortality rates and fostering a sense of community support etc.
Additionally, some candidates failed to connect the services to societal development,
thereby missing the point entirely. This lack of depth and relevance in their answers led to
inadequate performance.
Suggestions for improvement (Highlight all that apply)
Maximising SLO Preferred Pedagogy Used Assessment Strategies
Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone
• Ensure the content is • Concept Mapping
taught at the relevant • Audio Visual
cognitive level Resources
• Identify necessary • Think, Pair and Share
content required (skills +
concepts)
• Review past paper • Questioning Technique
questions on the concept (Socratic approach)
• Utilise the resource guide • Practical
for additional materials Demonstration
Any Additional Suggestion: Teachers can show videos or documentaries about social welfare organisations
and their impacts on society. Follow up with a discussion or a worksheet to analyse the content.
 Question No. 5b
Question Text Observe the given image which shows a lack of courtesy and good manners in society.

If you would have been a member of this type of society, what SIX ways you would suggest
to encourage and foster courtesy in your surroundings?
SLO No. 3.5.2
SLO Text Suggest ways in which courtesy can be practiced in personal, social and public life;
Max Marks 6
Cognitive A
Level
Checking Give ONE mark for each suggestion (SIX required)
Hints
Performance This was a choice question. In this question, candidates were expected to propose six
Expectations/ practical ways to encourage and foster courtesy in a society that lacks good manners, as
Indicators of depicted in the given image. Candidates suggested strategies such as leading by example,
Better promoting awareness campaigns and educating about the importance of respect and
Responses politeness. Additionally, such responses recommended establishing community initiatives
to recognise and reward courteous behaviour, encouraging open communication to resolve
conflicts politely and fostering a culture of empathy and understanding. The responses
analysed the given scenarios, expanded upon it and clearly articulated and focused on
suggesting actionable steps to improve social interactions and create a more respectful
community.
Challenges In this question, some candidates did not address the core issue of fostering courtesy and
Faced good manners in society. Instead of proposing specific ways to encourage and promote
respectful behaviour, some responses were superficial or directly adopted from the images.
For example, candidates provided general observations about the lack of courtesy without
offering actionable solutions. Few candidates also struggled with providing practical and
realistic suggestions, leading to answers that lacked depth and clarity. As a result, their
responses did not meet the expectations of the question.

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone
• Ensure the content is • Concept Mapping
taught at the relevant • Audio Visual Resources
cognitive level • Think, Pair and Share
• Identify necessary • Questioning Technique
content required (skills (Socratic approach)
+ concepts) • Practical Demonstration
• Review past paper *K =
questions on the concept
 • Utilise the resource
guide for additional
materials
Any Additional Suggestion: Students act out different scenarios that demonstrate both courteous and
discourteous behaviour. After each role-play, discuss how the behaviours impacted the interactions and how
the situation could be improved.
 Annexure A: Pedagogies Used for Teaching the SLOs
Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a narrative,
encouraging creativity and critical thinking. It helps learners organise ideas, sequence events,
and comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to visually retell
a novel. They draw key scenes, write captions, and present their stories to the class, enhancing
their reading comprehension and fostering their imagination.

Pedagogy: Cause and Effect

Description: This pedagogy explores the relationships between actions and consequences. By
analysing cause-and-effect relationships, learners develop a deeper understanding of how
events are interconnected and how one action can lead to various outcomes.
Example: In a History class, students study the causes and effects of the Industrial Revolution.
They research and discuss how technological advancements in manufacturing led to significant
societal changes, such as urbanisation and labour reform movements.

Pedagogy: Fish and Bone

Description: A method that breaks down complex topics into main ideas (the fish) and
supporting details (the bones). This visual approach enhances comprehension by highlighting
essential concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and bone
technique to teach about the human skeletal system. Teacher presents the main components of
the human skeleton (fish) and elaborates on each bone's structure and function (bones).

Pedagogy: Concept Mapping

Description: An effective way to visually represent relationships between ideas. Learners
create diagrams connecting key concepts, aiding in understanding the overall structure of a
subject and fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the various
theories of personality. They interlink different theories, such as Freud's psychoanalysis, Jung's
analytical psychology, and Bandura's social-cognitive theory, to see how they relate to each
other.

Pedagogy: Audio Visual Resources

Description: Incorporating multimedia elements like videos, images, and audio into lessons.
This approach caters to different learning styles, making educational content more engaging
and memorable.
Example: In a General Science class, the teacher uses a documentary-style video to teach about
the solar system. The video includes stunning visual animations of the planets, interviews with
astronomers, and background music, enhancing students' interest and understanding of space.

Pedagogy: Think, Pair, and Share

Description: A collaborative learning technique where students ponder a question or problem
individually, then discuss their thoughts in pairs or small groups before sharing with the entire
class. It fosters active participation, communication skills, and diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking question
about a novel's moral dilemma. Students first reflect individually, then pair up to exchange their
opinions, and finally participate in a lively class discussion to explore different viewpoints.
Pedagogy: Questioning Technique (Socratic Approach)
Description: Based on Socratic dialogue, this method stimulates critical thinking by posing
thought-provoking questions. It encourages learners to explore ideas, justify their reasoning,
and discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a discussion on
the meaning of justice. By asking a series of probing questions, the students engage in a deeper
exploration of ethical principles and societal values.

Pedagogy: Practical Demonstration

Description: A hands-on approach where learners observe real-life applications of theories or
skills. Practical demonstrations enhance comprehension, skill acquisition, and problem-solving
abilities by bridging theoretical concepts with real-world scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper technique for
filleting a fish. Students observe and then practice the skill themselves, learning the practical
application of knife skills and culinary precision.

(Note: The examples provided in this annexure serve as illustrations of various pedagogies. It
is important to understand that these pedagogies are versatile and can be applied across subjects
in numerous ways. Feel free to adapt and explore these techniques creatively to enhance
learning outcomes in your specific context.)
Acknowledgments
The Aga Khan University Examination Board (AKU-EB) acknowledges with gratitude the
invaluable contributions of all the dedicated individuals who have played a pivotal role in the
development of the Ethics SSC-I E-Marking Notes.
We extend our sincere appreciation to Ms Irfana Imran, Specialist in Humanities at AKU-EB,
for taking the subject lead during the entire process of e-marking.
Additionally, we express our gratitude to the esteemed team of reviewers for their constructive
feedback on overall performance, better and weaker responses, and validating teaching
pedagogies along with suggestions for improvement.
These contributors include:
• Raabia Hirani, Manager, Curriculum Development, AKU-EB
• Zain Muluk, Manager, Examination Development, AKU-EB
• Munira Muhammad, Lead Specialist, Assessment, AKU-EB
• Dr Naveed Yousuf, CEO, AKU-EB